My name is Tim Braunsdorf. I teach 6th and 7th grade science at Discovery Middle School.
I have a bunch of ideas running around in my head for projects. I know that I want kids to come up with project ideas, but I also know that I will have to guide them somewhat to work in standards.
7th grade ideas. I could present them with standards 7.1.7 ("Explain how engineers, architects, and others who engage in design and technology use scientific knowledge to solve practical problems.") and 7.1.8, which has to do with technology having drawbacks as well as benefits. Then I could ask them to brainstorm some problems. We could take it from there and do some research into what we can do as a project as a class or in groups within classes. I will have four 7th grade classes, so this could potentially turn into several projects. I am concerned with how to structure, guide, and support such a variety of projects. Some ideas are to look at how pollutants from the toll road (runs right by Discovery) affect life nearby vs. life a bit further away.
Similarly I might start with having students brainstorm problems facing the community, the country, and the world today. Standards 7.3.11, 7.3.14, 7.3.15, and 7.3.16 all deal with energy, including energy sources and their consequences. I could begin with some information on the problems with using coal and the fact that Indiana uses coal for 95% of its electricity generation, while the nation uses it for around 50%. Students could come up with questions, such as why we use coal almost exclusively, what other sources are there, which is best, how can we help change that, etc. I would like to encourage them to look into the possibility of using alternative sources of energy within our school district. I have heard of a program that puts a wind turbine on a school site to generate electricity, and provides data on wind speeds and output along with the ability to look at the mechanisms inside! I checked some and found the cost is close to $790,000! Even with a $150,000 grant, I cannot see it happening, but perhaps kids could look into how long it would take to pay for itself and convince the school board to invest capital funds. There is a smaller one that would be less than $250,000, with a grant cutting it in half. It would still be a good lesson if they have to settle for the smaller or even get denied. (I hope not, but it is real life.) http://engineeredwindsystems.com/school-wind-turbines.htmlWind Turbines for Schools. http://www.windpoweringamerica.gov/schools_projects.aspWind Powering America. It looks like it will take a lot of research and convincing. I would love to have kids go after this!
Another idea I have is to take students outside and ask them what questions they have, get them to wonder. I might have to nudge them a bit, but they might wonder things like how did these plants get here, how do they grow, how do they survive, why are these plants here instead of others. I could ask them to compare/contrast to other plants they have seen to help get the ball rolling. Standards connections could include 7.4.1 - 7.4.5 on Diversity of life. They could design experiments to examine the needs of living things (7.4.6-7.4.9), especially if we were to begin composting. I might get them thinking about that by having them bring in some food from home or from their lunch trays, setting these things outside (some under some protection from larger animals) to see what happens to it and get them wondering and questioning. I might also ask them what kinds of problems are facing our school or how we can help our school be better environmentally. I might ask them where they think their trash goes to get them wondering what could be done about it. They might work to improve the school's recycling program, increase student participation, or start a school composting project involving the cafeteria (like in Sobel's book.)
For 6th grade, taking the kids outside to get them asking questions could connect to what organisms compete or cooperate with each other (6.4.8 and 6.4.9). They might investigate native species and invasive species, perhaps looking for local areas to reduce invasive species. They might look at what the area was like before it got developed for farming and residences, they might look into soil and water usage and quality. (6.3.4, 6.3.7, 6.3.8, 6.3.9, 6.3.13, 6.3.15. and 6.3.16). I might even approach it from a standpoint of limited resources and recycling.
I have a bunch of ideas running around in my head for projects. I know that I want kids to come up with project ideas, but I also know that I will have to guide them somewhat to work in standards.
7th grade ideas. I could present them with standards 7.1.7 ("Explain how engineers, architects, and others who engage in design and technology use scientific knowledge to solve practical problems.") and 7.1.8, which has to do with technology having drawbacks as well as benefits. Then I could ask them to brainstorm some problems. We could take it from there and do some research into what we can do as a project as a class or in groups within classes. I will have four 7th grade classes, so this could potentially turn into several projects. I am concerned with how to structure, guide, and support such a variety of projects. Some ideas are to look at how pollutants from the toll road (runs right by Discovery) affect life nearby vs. life a bit further away.
Similarly I might start with having students brainstorm problems facing the community, the country, and the world today. Standards 7.3.11, 7.3.14, 7.3.15, and 7.3.16 all deal with energy, including energy sources and their consequences. I could begin with some information on the problems with using coal and the fact that Indiana uses coal for 95% of its electricity generation, while the nation uses it for around 50%. Students could come up with questions, such as why we use coal almost exclusively, what other sources are there, which is best, how can we help change that, etc. I would like to encourage them to look into the possibility of using alternative sources of energy within our school district. I have heard of a program that puts a wind turbine on a school site to generate electricity, and provides data on wind speeds and output along with the ability to look at the mechanisms inside! I checked some and found the cost is close to $790,000! Even with a $150,000 grant, I cannot see it happening, but perhaps kids could look into how long it would take to pay for itself and convince the school board to invest capital funds. There is a smaller one that would be less than $250,000, with a grant cutting it in half. It would still be a good lesson if they have to settle for the smaller or even get denied. (I hope not, but it is real life.) http://engineeredwindsystems.com/school-wind-turbines.htmlWind Turbines for Schools. http://www.windpoweringamerica.gov/schools_projects.aspWind Powering America. It looks like it will take a lot of research and convincing. I would love to have kids go after this!
Another idea I have is to take students outside and ask them what questions they have, get them to wonder. I might have to nudge them a bit, but they might wonder things like how did these plants get here, how do they grow, how do they survive, why are these plants here instead of others. I could ask them to compare/contrast to other plants they have seen to help get the ball rolling. Standards connections could include 7.4.1 - 7.4.5 on Diversity of life. They could design experiments to examine the needs of living things (7.4.6-7.4.9), especially if we were to begin composting. I might get them thinking about that by having them bring in some food from home or from their lunch trays, setting these things outside (some under some protection from larger animals) to see what happens to it and get them wondering and questioning. I might also ask them what kinds of problems are facing our school or how we can help our school be better environmentally. I might ask them where they think their trash goes to get them wondering what could be done about it. They might work to improve the school's recycling program, increase student participation, or start a school composting project involving the cafeteria (like in Sobel's book.)
For 6th grade, taking the kids outside to get them asking questions could connect to what organisms compete or cooperate with each other (6.4.8 and 6.4.9). They might investigate native species and invasive species, perhaps looking for local areas to reduce invasive species. They might look at what the area was like before it got developed for farming and residences, they might look into soil and water usage and quality. (6.3.4, 6.3.7, 6.3.8, 6.3.9, 6.3.13, 6.3.15. and 6.3.16). I might even approach it from a standpoint of limited resources and recycling.